Purpose: ideally, quality should be, and is, an integral element of education, yet capturing and
articulating quality is not simple. Programme quality reviews in third level education can
demonstrate quality and identify areas for improvement, offering many potential benefits.
However, detail on the process of quality programme review is limited in the literature. This
study reports on the introduction of a standardised programme review process in one
university.
Methodology: using a standardised template the Annual Programme Review process captured
student voice, external examiner reports, statistical data and action/s since the previous
review. Following completion of programme reviews across the university, the Annual
Programme Review process was itself evaluated using questionnaires and focus groups.
Findings: findings showed that the programme chairs understood the rationale for the review,
welcomed the standardised format and felt the information could inform future programme
planning. However, in the focus group, issues arose about the timing, ownership, and possible
alternate use of the data collected in the course of the review.
Originality/value: This study demonstrates the experience of the introduction of an Annual
Programme Review process in one higher education institute. Programme review is an
important and essential part of academia in the 21st century. At third level, quality assurance
is, or should be, a central part of academic programmes and delivery. The review of the first
implementation has provided valuable information that will inform future programme review
processes. Academic programmes grow, evolve, and need to be reviewed regularly. It is
hoped that the information reported here will aid others developing academic review
procedures.